Marcelo, C., & Yot-Dominguez, C. (2018). From chalk to keyboard in higher education classrooms: Changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 43(7), 975-988. https://doi.org/10.1080/0309877X.2018.1429584 Abstract: “The European Higher Education Area has promoted reconsidering the role played by teachers at universities. Faculties are…
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Makkawi, F. (2017). Integrating technology in teachers’ profession. International Journal for Infonomics, 10(2), 1325-1332. Retrieved from http://infonomics-society.org/wp-content/uploads/iji/published-papers/volume-10-2017/Integrating-Technology-in-Teachers-Profession.pdf Abstract: “The continuous fast developing field of Information and Communications Technology (ICT) is affecting every aspect of our life including education. The purpose of this research is to show the importance of ICT knowledge in Teachers’…
Comments closedLisenbee, P. S., & Ford, C. M. (2017). Engaging students in traditional and digital storytelling to make connections between pedagogy and children’s experiences. Early Childhood Education Journal, 46, 129–139. https://doi.org/10.1007/s10643-017-0846-x Abstract: “Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content.…
Comments closedLee, C. J., & Kim, C. (2017). A technological pedagogical content knowledge based instructional design model: A third version implementation study in a technology integration course. Educational Technology Research and Development, 65(6), 1627– 1654. doi:10.1007/s11423-017-9544-z Abstract: “This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that…
Comments closedKimmons, R., & Hall, C. (2018). How useful are our models? Pre-service and practicing teacher evaluations of technology integration models. Tech Trends, 62, 29–36. doi:10.1007/s11528-017-0227-8 Abstract: “We report on a survey of K-12 teachers and teacher candidates wherein participants evaluated known models (e.g., TPACK, SAMR, RAT, TIP) and provided insight on what makes…
Comments closedKim, M. K., Xie, K., & Cheng, S. (2017). Building teacher competency for digital content evaluation. Teaching & Teacher Education, 66, 309–324. doi:10.1016/j.tate.2017.05.006 Abstract: “The purpose of the current study is to investigate teachers’ digital content evaluation (DCE) competency as a combined set of teachers’ intellectual ability and affect-motivation in evaluating digital content.…
Comments closedKennedy-Clark, S., Kearney, S., & Galstaun, V. (2017). Using a collaborative assessment design to support student learning. Education Sciences, 7(4), 80. doi:10.3390/educsci7040080 Abstract: “The purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources…
Comments closedJaipal-Jamani, K., Figg, C., Collier, D., Gallagher, T., Winters, K., & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Italian Journal of Educational Technology, 26(1), 39-55. https://doi.org/10.17471/2499-4324/984 Abstract: “This paper reports on a study that explored how faculty to take on technology leadership roles developed TPACK knowledge and…
Comments closedIsler, C., & Yildrim, O. (2018). Perceptions of Turkish pre-service EFL teachers on their technological pedagogical content knowledge. Journal of Education and Future, 13, 145–160. https://dergipark.org.tr/tr/pub/jef/issue/35229/390947 Abstract: “The purpose of this study is to investigate perceptions of Turkish pre-service EFL (English as a Foreign Language) teachers related to their level of Technological Pedagogical…
Comments closedHowrey, S. Preparing pre-service teachers for TPCK in the reading content area: Insights from an action research study. Literacy Practice & Research, 13–21. Abstract: “This mixed methods action research study had the researcher examining pre-service teachers’ attitudes and dispositions toward technology pedagogical and content knowledge (TPCK) as they developed lesson plans…
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